Dean of Academics

We need to output HTML fragment with sections only when content present. No job title heading. Use

for section headings: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We need to decide which sections have content. From posting: There's a "Primary Purpose" paragraph. Could be "About the role". Then "Key Responsibilities" etc. There's also "Qualifications & Desired Skills". Also "Ideal Candidate" maybe part of qualifications/skills. There's no explicit Benefits, Pay, Schedule. So we should not include those sections. We need to include sections: About the role (maybe from Primary Purpose and introductory paragraphs). Responsibilities (Key Responsibilities plus sub-sections). Qualifications (Qualifications & Desired Skills). Skills maybe combined? The instruction says use headings for those specific names; we can decide to combine Qualifications and Skills into one section? But they said use those headings; we can include both if content. Could split: Qualifications (degree, certification, experience) and Skills (data analysis, communication, etc.). However the posting lumps them together. We could still separate but need to ensure not to create filler. We can put qualifications in

Qualifications

and skills in

Skills

. Both have content. Also there is "Ideal Candidate" narrative; could be part of Skills or Qualifications. Might be better to put under "About the role" or separate "Ideal Candidate" but not a prescribed heading. Could incorporate into Skills or Qualifications. Probably better to add a section "About the role" covering primary purpose and ideal candidate description. Then Responsibilities, Qualifications, Skills. We must not repeat job title. No Job ID etc. We need to preserve all substantive information. Must not invent or summarize away detail. Must keep details like specific tasks: lead data meetings, monitor FastBridge, analyze state assessment results, develop action plans, identify students needing intervention, monitor progress, oversee intervention systems for K-3, directly provide intervention for 4-5, coordinate Tier II/III, ensure fidelity, monitor schedules, evaluate effectiveness, document goals, coach teachers, assist teachers developing plans, support differentiation, help identify next steps, monitor progress, collaborate with teachers, facilitate Student Academic Support Team meetings, lead academic review meetings, coordinate communication, partner with families, coordinate state assessment prep, monitor participation, support teachers understanding results, develop improvement strategies, monitor trends, provide updates to leadership, lead MTSS academic component, coordinate Tier II/III interventions, support teams identifying interventions, ensure progress monitoring, collaborate with Dean of Students, shared leadership responsibilities list, leadership partnership description. Also qualifications: Bachelor’s degree required; advanced degree preferred; current teaching certification preferred; classroom teaching experience preferably elementary; experience with academic data, assessment systems, student intervention; knowledge of MTSS, differentiated instruction, evidence-based intervention practices; strong understanding of elementary academic standards; ability to analyze data and translate findings; strong communication, organization, interpersonal skills; ability to build trusting relationships; ability to manage multiple priorities; demonstrated ability to work collaboratively as part of leadership team; growth mindset. Ideal candidate description: visible, collaborative, organized, student-centered; understands data as tool; able to move between analyzing data, coaching teacher, meeting with family, providing direct intervention, collaborating with leadership; belief that every student can grow; strong academic outcomes from intentional instruction, effective intervention, collaboration, commitment to continuous improvement. Also note about BASIS Charter School Curriculum etc. That's more about the school; could be included in About the role. Also note about fingerprint clearance requirement and reasonable accommodations statement; those are substantive but maybe considered boilerplate? The instruction says remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate. The reasonable accommodations statement is legal but maybe essential? It's about accommodations for disabilities. Might be considered EEO boilerplate. The instruction says remove EEO/equal-opportunity boilerplate. So we should omit the Reasonable Accommodations Statement and the nondiscrimination statement. Also the fingerprint clearance note maybe also legal but could be considered requirement? It's a condition of employment. Might be considered substantive? It's a requirement: "All employees of BASIS Ed are required to obtain and maintain a valid fingerprint clearance." That's a job requirement. Should we keep? It's not EEO; it's a condition. Probably keep as part of Qualifications or Requirements. We need to output only HTML fragment. Let's craft:

About the role

... combine primary purpose, ideal candidate description, school context (BASIS Charter School Curriculum, collaborative learning community, autonomy, etc.)

Responsibilities

• ... each bullet from responsibilities sections.

We need to ensure we capture all responsibilities. Let's list them: - Lead and facilitate academic data meetings with teachers to identify trends, celebrate growth, and determine next steps for instruction. - Monitor FastBridge screening and progress-monitoring data to identify students who may require additional academic support or enrichment. - Analyze state assessment results and other academic data to identify areas of strength and opportunity. - Develop and monitor action plans designed to improve student achievement. - Identify students requiring targeted intervention, additional support, or academic enrichment. - Monitor student progress toward schoolwide and individual academic goals. - Oversee and monitor academic intervention systems for students in grades K–3. - Directly provide academic intervention services for students in grades 4–5. - Coordinate Tier II and Tier III academic interventions as part of the school’s MTSS framework. - Ensure intervention programs and strategies are implemented with fidelity. - Monitor intervention schedules, student participation, and progress-monitoring requirements. - Evaluate the effectiveness of interventions and make adjustments based on student data. - Ensure that students receiving intervention have clearly documented goals, progress-monitoring plans, and appropriate instructional supports. - Coach and support teachers in using assessment data to inform instruction. - Assist teachers in developing targeted intervention and support plans. - Support teachers in using differentiation, targeted instruction, and other instructional best practices. - Help teachers identify appropriate next steps when students are not demonstrating expected academic growth. - Monitor progress toward academic goals and provide feedback and support when additional action is needed. - Collaborate with teachers to identify effective instructional strategies and share successful practices across grade levels. - Facilitate Student Academic Support Team meetings and other academic problem-solving meetings. - Lead academic review meetings and intervention planning sessions. - Collaborate with teachers and support staff to develop coordinated plans for students with academic needs. - Coordinate communication regarding student academic progress and intervention plans. - Participate in MTSS and problem-solving meetings and help ensure appropriate documentation and follow-through. - Partner with families as needed to communicate student progress, academic concerns, and intervention plans. - Coordinate school preparation for state assessments and other required academic assessments. - Monitor assessment participation, completion, and performance trends. - Support teachers in understanding and responding to assessment results. - Develop academic improvement strategies aligned with schoolwide goals and priorities. - Monitor academic performance trends across grade levels and student groups. - Provide regular updates and reports regarding academic progress to school leadership. - Lead the academic component of the school’s Multi-Tiered System of Supports (MTSS). - Coordinate Tier II and Tier III academic interventions. - Support teams in identifying appropriate interventions based on student data. - Ensure timely progress monitoring and accurate documentation. - Collaborate with the Dean of Students and other members of the student support team to ensure students receive coordinated academic, behavioral, and social-emotional support. - Participate in school leadership meetings and contribute to schoolwide decision-making. - Support teacher coaching, development, and professional growth. - Conduct classroom and student observations as needed. - Participate in parent conferences and family meetings when appropriate. - Attend and contribute to MTSS, student support, and problem-solving meetings. - Maintain clear, timely, and professional communication with teachers, staff, students, and families. - Help foster a safe, positive, collaborative, and achievement-focused school culture. - Support school events and other schoolwide initiatives. - Assist with arrival, dismissal, and operational responsibilities as assigned. - Collaborate with other members of the leadership team to address schoolwide needs and priorities. That's a lot; we can keep them as list items. Now Qualifications:

Qualifications

• Bachelor’s degree required.
• Advanced degree in education, curriculum, administration, or a related field preferred.
• Current teaching certification or appropriate educational credentials preferred.
• Classroom teaching experience, preferably in an elementary setting.
• Experience working with academic data, assessment systems, and student intervention.
• Knowledge of MTSS, differentiated instruction, and evidence-based intervention practices.
• Strong understanding of elementary academic standards and instructional practices.
• Ability to analyze data and translate findings into clear instructional next steps.
• Strong communication, organization, and interpersonal skills.
• Ability to build trusting, collaborative relationships with teachers, students, and families.
• Ability to manage multiple priorities, deadlines, and student support systems effectively.
• Demonstrated ability to work collaboratively as part of a school leadership team.
• A growth mindset and commitment to continuous improvement.
• All employees of BASIS Ed are required to obtain and maintain a valid fingerprint clearance.
• . Now Skills: maybe we can separate some skill items from qualifications. But we already included communication etc in qualifications. Could still have Skills section focusing on abilities like data analysis, communication, etc. However to avoid duplication, maybe we just have Qualifications and Skills combined? But instruction says use those headings if content. We could put skill-specific items under Skills: "Ability to analyze data and translate findings into clear instructional next steps", "Strong communication, organization, and interpersonal skills", "Ability to build trusting, collaborative relationships", "Ability to manage multiple priorities, deadlines, and student support systems effectively", "Demonstrated ability to work collaboratively as part of a school leadership team", "A growth mindset and commitment to continuous improvement". Meanwhile Qualifications could focus on education, certification, experience, knowledge. Let's split. Qualifications: - Bachelor’s degree required. - Advanced degree in education, curriculum, administration, or related field preferred. - Current teaching certification or appropriate educational credentials preferred. - Classroom teaching experience, preferably in an elementary setting. - Experience working with academic data, assessment systems, and student intervention. - Knowledge of MTSS, differentiated instruction, and evidence-based intervention practices. - Strong understanding of elementary academic standards and instructional practices. - All employees of BASIS Ed are required to obtain and maintain a valid fingerprint clearance. Skills: - Ability to analyze data and translate findings into clear instructional next steps. - Strong communication, organization, and interpersonal skills. - Ability to build trusting, collaborative relationships with teachers, students, and families. - Ability to manage multiple priorities, deadlines, and student support systems effectively. - Demonstrated ability to work collaboratively as part of a school leadership team. - A growth mindset and commitment to continuous improvement. That seems reasonable and avoids duplication. Now About the role: include primary purpose paragraph, ideal candidate description, school context about BASIS Charter School Curriculum, collaborative learning community, autonomy, etc. Also mention that the role starts ASAP? Could include that as part of about. Let's craft About the role paragraph(s). Could be multiple

  tags. We need to preserve all substantive information: The posting starts: "BASIS Phoenix Primary is seeking qualified candidates for a Dean of Academics - K-5th to start ASAP! Primary Purpose The Dean of Academics is a member of the school leadership team responsible for leading academic achievement, intervention systems, assessment practices, and data-driven instructional support across grades K–5. The Dean of Academics works closely with teachers, school leadership, students, and families to ensure that every student receives the instruction, intervention, enrichment, and support needed to make strong academic growth. The ideal candidate is a collaborative instructional leader who is passionate about student achievement, comfortable analyzing and communicating academic data, and able to translate data into meaningful instructional action." Then later: "Our teachers are part of one of the nation’s most collaborative and professional learning communities. All of our schools use the acclaimed BASIS Charter School Cur